Audience and Young Bilingual Writers: Building on Strengths

Autor/in	Durán, Leah
Titel	Audience and Young Bilingual Writers: Building on Strengths
Quelle	In: Journal of Literacy Research, 49 (2017) 1, S.92-114 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X16683420
Schlagwörter	Audience Awareness; Bilingualism; Hispanic American Students; Elementary School Students; Grade 1; Role; Literacy; Language Usage; Spanish; English (Second Language); Second Language Learning; Writing (Composition); Qualitative Research; Literacy Education; Teaching Methods; Workshops; Writing Instruction; Elementary School Teachers; Participant Observation; Texas + Suchen Sie Ihr Suchwort? Bilingualismus; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; School year 01; 1. Schuljahr; Schuljahr 01; Rollen; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachgebrauch; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schreibübung; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernwerkstatt; Schulung; Schreibunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teilnehmende Beobachtung
Abstract	This study explored how an audience-focused writing curriculum mediated the literacy development of bilingual Latina/o first-grade students. Drawing on translingual theories of literacy and scholarship describing the role of audience and audience awareness in skilled writing, this study qualitatively documented and analyzed students' writing and talk about writing for a variety of audiences. Analysis suggests that children both addressed, or responded to, their intended readers and invoked particular kinds of audiences. Children's audience awareness influenced their use of language (Spanish, English or both), as well as rhetorical strategies and design choices. This study expands theories of audience to include linguistically diverse settings, and contributes to scholarship on asset-based pedagogies for literacy teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01